Thesis English Education Study Postgraduate
Total Page：16
File Type：pdf, Size：1020Kb
TEACHERS’ CREATIVITY AND BELIEF IN USING GROUP WORK AS EFL CLASSROOM MANAGEMENT STRATEGY A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education (M. Pd) at IAIN Parepare Postgraduate Program THESIS By: UFRAH NIM: 17.0213.004 ENGLISH EDUCATION STUDY POSTGRADUATE PROGRAM STATE ISLAMIC INSTITUTE (IAIN) PAREPARE 2020 1 2 3 4 ACKNOWLEDGMENTS Alhamdulillahi Rabbil Alamin, all praises be to Allah, the writer would like to express her best regard to Allah swt., the Lord of this world who has been given His blessings and mercies so the writer was able to finish this study. Also, shalawat and salam to prophet Muhammad saw, the great leader and good inspiration of world revolution who has brought us from educational person to be educational person. From the deepest of heart, the writer would like to express great thanks and higher appreciation to her beloved parents, Salama and Hj. Mare who always give their best, supporting and praying to Allah for the successful of writer. Also, the writer sends her big love to her brother Irwan, who has motivated the writer. The writer realized that the thesis would never have been completed without guidance, support, motivation, and encouragement. Therefore the writer‟s endless grateful to her consultant Dr. Abd Haris Sunubi M.Pd, as the first consultant who has shared everything about knowledge to the writer. Then, to the second consultant Dr. Zulfah, M.Pd, a great teacher who has giving his uncounted knowledge and advice to guide the writer finish this thesis. May Allah bless them anytime. Then, the writer would like to express a lot of thanks to: 1. The Rector of State Islamic Institute (IAIN) of Parepare, Dr. Ahmad S. Rustan, M.Si., who has given the opportunity to study master's program at the postgraduate IAIN Parepare. 5 6 ABSTRACT UFRAH. Teachers‟ Creativity and Belief in Using Group Work as EFL Classroom Management Strategy. (Supervisor: Abdul Haris Sunubi and Zulfah) The aim of the research were to know teachers‟ creativity in using group as EFL classroom management strategy at SMA Negeri 11 Bone and to know the teacher belief in using group work as EFL classroom management strategy at SMA Negeri 11 Bone. This research used descriptive qualitative. The methodology of research: research design, subject of the research, data collection technique and technique of analysis data. Data collection techniques such as observation, interviews, and documentation which are then processed based on data reduction techniques, data presentation, and drawing conclusion. The informant of this study was three English teachers at SMA Negeri 11 Bone. The observation is used to know the teachers‟ creativity for teaching in using group work EFL classroom management strategy, and interview used to know the teachers‟ belief for teaching in using group work in EFL classroom. The results of this study indicate that the creativity of teachers in using group work is quite good and creative. Included in the high category are: innovative creativity, productive creativity and inventive creativity. Meanwhile, the teachers‟ belief in using group work revealed five points. First, teachers‟ belief groups work in establishing good relationship with the student. Second, Teachers‟ belief group work can be used to communicating clearly and confidently. Third, the teachers‟ belief group work can be used to students‟ motivation in learning process. Fourth, the teachers‟ belief group work can handle students‟ positive and Five, teachers‟ belief group work can handle students‟ negative attitude. It is prove by interviewed that has given to the teachers and observation that the researcher found in field. Keyword: Teacher‟ Creativity, Teachers‟ Belief, Group Work, EFL Classroom 7 تجريد البحث (ع فرة) Ufrah ان ف صم إدارة ك ا س ترات يج ية ان مجموعة عمم ا س ت عمال ف ي واع ت قاده ان مدرس ارت كاب أما الغرض من هذا البحث فهو ملعرفة ابتكار املدرس يف استعمال ةاجملموع كاسرتاتيجية إدارة الفصل يف املدرسة العالية احلكومية 11 بوين، وملعرفة اعتقاد املدرس يف استعمال عملية ةاجملموع كاسرتاتيجية إدارة الفصل يف املدرسة العالية احلكومية 11 بوين. يستعمل هذا البحث بالبحث الوصفي النوعي. وأما مناهج البحث فهي؛ ختطيط البحث، مدار البحث، طريقة مجع البيانات، وطريقة حتليل البيانات. بالنسبة اىل طريقة مجع املواد كمﻻحظة ومقابلة وتوثيق حيث أن كلها ترعي على أساس طريقة تنقيص البيانات وعرض البيانات واستنتاج. واملخرب مأخوذ من ثﻻثة أنفار من مدرسي اللغة اﻻجنليزية يف املدرسة العالية احلكومية 11 بوين. واملﻻحظة مستعملة ملعرفة ابتكار املدرس يف التعليم باستعمال اسرتاتيجية إدارة البحث إ ف ل عمل اجملموعة، وأما املقابلة النفسية فهي مستعملة ملعرفة اعتقاد املدرس والتعليم يف استعمال عملية اجملموعة يف الفصل إ ف ل. وتدل هذه نتيجة البحث على أن ارتكاب املدرس كاف وحسن. وأما الذي يتضمن يف الدرجة العالية فهو ارتكاب خمرتع وارتكاب منتج وارتكاب حديث. يف خﻻل ذلك، أن اعتقاد املدرس يف استعمال عمل اجملموعة يعرب مخسة أحوال، أوﻻ: تعمل جمموعة اعتقاد املدرس يف إقامة العﻻقة احلسنة بني التﻻميذ. ثانيا: يتمكن عمل جمموعة اعتقاد املدرس من اﻻستعمال لﻻتصاﻻت صرحيا وثقة بالنفس. ثالثا: يتمكن عمل جمموعة اعتقاد املدرس من اﻻستعمال لدافع التﻻميذ يف عملية التعليم والتعلم. رابعا: يتمكن عمل جمموعة اعتقاد املدرس من تنفيذ املوقف اﻻجيايب من التﻻميذ. خامسا: يتمكن عمل جمموعة اعتقاد املدرس من تنفيذ املوقف السلبية من التﻻميذ. وهذا مؤكد بالبينة من املقابلة املعطية إىل املدرس واملﻻحظة اليت وجدها الباحث يف امليدان. مفتاح : ارتكاب املدرس، اعتقاد املدرس، عمل اجملموعة، إ ف ل 8 TABLE OF CONTENTS TITLE ..................................................................................................................... i APPROVAL OF CONSULTAN COMMISION .................................................. ii DECLARATION OF THE THESIS AUTHENTICITY ....................................... iii ACKNOWLEDGMENT ........................................................................................ iv ASBTRACT ........................................................................................................... vi TABLE OF CONTENTS…………………………………………………………vii LIST APPENDICES .............................................................................................. ix CHAPTER I INTRODUCTION A. Background ...................................................................................................... 1 B. Research Questions ......................................................................................... 6 C. The Objective of the Research ......................................................................... 6 D. Significance of the Research ............................................................................ 7 CHAPTER II REVIEW OF RELATED LITERATURE A. Previous Related Findings ................................................................................. 8 B. Some Pertinent Idea ........................................................................................... .11 CHAPTER III METHOLOGY OF THE RESEARCH A. The Research Design ......................................................................................... 42 B. Subject of the Research………………………………………………………..43 C. Place and Time of the Research ……………………………………………….43 D. Focus of the Research………………………………………………………….44 E. Data Collecting Technique……………………………………………………..45 9 E. Techniques of Analysis Data……………………………………………………48 CHAPTER IV FINDINGS AND DISCUSSIONS A. Findings………………………………………………………………………..50 B. Discussions……………………………………………………………………...65 CHAPTER V CONCLUSION AND SUGGESTION A. CONCLUSION…………………………………………………………………79 B.SUGGESTION…………………………………………………………………..80 C. IMPLICATION…………………………………………………………………81 BIBLIOGRAPHY………………………………………………………………….82 APPENDICES........................................................................................................ CURICULUM VITAE ........................................................................................... 10 LIST OF APPENDICES No. Appendix Title of Appendix Page 1. Observation 2. Interview Transcript 3. Data Reduction 4. Correspondence 5. Documentation 6. Curriculum Vitae 11 CHAPTER I INTRODUCTION This chapter describes some aspects of research dealing with background, research questions, objectives of the research, and significance of the research. A. Background Teachers play a major role for effective classroom management because the teachers conduct a teaching learning process and also they are responsible for creating a well-organized classroom. Harmer divided the role of the teachers in classroom into five major role namely; the controller, promoter, participant, resource and tutor.1 In addition Joyce McLeod et.al stated that teachers have a crucial role in classrooms is as a leader of instruction. To fulfill that role, teachers should pay attention to the social, intellectual and physical classes. So teachers can carry out their role appropriately.2 Besides that, teachers must be able to control and overcome if there are disruptions in the classroom. Thus, it can be concluded that the most important thing in teaching and learning process is classroom management. As a teacher conducting classroom management is a necessity. Classroom management is one of the important factors in order to achieve successful learning process. It is the techniques teachers use to maintain classroom control. Wong and Wong defined classroom management as all of the things that a teacher does to 1J, Harmer. The Practice of English Language Teaching. ( New York: Person Education Limited, 2011), p. 108-110 2Joyce McLeod, et. al, The Key Elements of Classroom Management: Managing Time and Space, Student Behavior, and Instructional Strategies (USA: Association for Supervision